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TC3 CHEM 1XX Syllabus; Dr. Zisk
1st Semester
1. Unit 1: Matter and Energy...
A. Matter
i. Definitions
Start with atoms, smallest matter, then build...
Seven major concepts:
1)Elements, 2)compounds, 3)mixtures
Don't forget looser term "substances"
Use of 4)physical, 5)chemical properties/separations
Distinguish 6)homogeneous and 7)heterogeneous mixtures
ii. Density and constant composition of compound introduces math
d=m/v but solve for m or v...show them
Water 11% hydrogen, 3g hydrogen means how much oxygen?
iii. Mention phases, but note unit #2
Students must be able to classify
common examples of matter and
its changes according to these
definitions, given a description,
formula or name.
B. Energy
i. Four Questions:
What is it? Can do work...don't forget KE vs PE, and subtypes
What's "conservation"? Gets converted, but never destroyed
In chem, where's it come from? bonds formed ...Endo/Exo
What's temperature? Is it heat?
ii. Segue into heat capacity; the hot(water vs. Pb) in the hand demo
iii MC∆T=∆H
Explain delta
Relates heat and temperature
Mass of given C will change T in relation to H in or out
iv. Celsius-Kelvin (abs. zero)
2. Unit 2 Phases...
A. Graph of temp vs time
i. The plateaus?
ii. Phases at all points?
Introductory description of phases (macro and micro)
Arrangements and structure
Motions
Energy differences
Clear definition of exo-, endothermic
In terms of bonds forming, breaking
On T vs. t the diagonal arrow up/rt=endo, down/lft=exo
iii. FP/MP and BP
iv. KE and PE changes as we go?
B. Heats of fusion and vaporization (see the plateaus on temp:time)
i. Calculations
C(s)≠C(l), C(g)
KEY: use mC∆T when there is a ∆T; m∆H when isn't.
ii. Representing bond -strength, intermolec forces
C. Advanced description of molecular transition between phases
i. Describe motions, energies and bonds
Kinetic theory of gases, of matter
Boltzman distributions of E vs #, T=peak=avgKE
Intermolecular forces: strong/solid, weak/gas
ii. First Definition of Equilibrium (see unit 7 below for more)
Put a lid on a liquid evaporating
Define torr, mm , atm
Define vapor pressure
Boiling vs. evaporation
Effects of ∆(P, V, T) on g-l equilib
iii. Sublimation, deposition (high intermolec forces; high vap P)
Students should begin to have fluent
descriptions of matter in its particlebehavior... Attractions, motions,
energy, etc. are expected as basis
for their definitions of gross
macroscopic.
Students must carry out
temperature and phase change
calculations, and analysis of
typical plots of energy or
temperature processes., given
data, model plots, or descriptions.
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iv. Phase diagram3. Unit 3: Gas laws...
A. Start with a balloon for all of these
i. Sealed, so no change in amount of gas
ii. Students can discover the inverse relat of P to V
iii. The laws can be summarized
What's a constant...what's it mean?
PV and V/T stay at a constant level
Try P1V1=P2V2 etc.
B. Now leave the balloon and do the math implied above;
C. Then move back to microscopic, Kin Theor
Connection between matter-asparticles and the gas laws is critical:
Students must really "get" that any
ideal gas has the same molar
volume-- Hence descriptive mastery,
and distinction of ideal from nonideal, and calculating partial P and
molar V, are all tested
i. What's really happening in the vessel with ∆(P, V, T)?
ii. Brackets with dots, compress 'em
iii. Non-ideality at the extreme compression
iv. Non-ideality with extreme cold
D. Look at two-colored set of dots=two gases in mixture
i. Talk about "exerting" pressure, impacts of dots
ii. Each dot contributing a fraction of the total
E. Ultimately, they must master (mole fract)x(total P)=(partial P) and (sum of partials)=(total)
G. Also, Avagadro/Dalton give us 22.4L=1mole; 1mole=6x10 23
Unit 4: Atomic structure & e-config...
A. Follow the paradigms-i. Democritus-- smallest particle;
ii. Charge and the atom; Rutherford and arrangement
iii. Einstein; Planck; Bohr; Schroedinger/Heisenberg
iv. Summarize the current cloudy paradigm
B. Construct a table of parts showing name, mass, charge, size.
C. Symbols for elements are the key to parts:
i. A, Z, and ion charge tell p's, n's and e's (not in that order)
ii. What's ion?! We haven't defined electron movement!!... Shortly, not now...
iii. Isotopes
D. Most important: Electrons around a nucleus
i. Shells, or "levels"
ii. Movement between levels
Students graph me climbing on chairs, desks, cabinets etc.
No in-between places; energy release upon falling, absorb to climb
Hence the image of quantized transitions, the Bohr Model
iii. E=hƒ; ƒ=c/w; are they comfortable yet with powers of ten?
iv. Radiation; spectra; fingerprints
continuous vs. discrete
bright-line vs absorption
again, E=hƒ
E. E-config In Total...recall/compare to Bohr model
i. Energy level=shell; s-p-d=subshells; arrows are orbitals.
ii. How many subshells, orbitals, electrons per energy level?
iii. Defining the variations in sub-shells
iv. Defining the ordering of energy of orbitals
v. Filling rules; the "discrepancies" at d and f, and at half-filled- and filled-minus-one
vi. Configuration notations and meaning; excited states notations
vii. Filling order; config given Z?
viii. Quantum numbers (treat this lightly)
F. Nuclei again, get ready for the next unit:
i. recall Z, p's and n's;
ii. Let's define amu, gaw, gmw;
iii. Look at that mole now.
vi. practical uses
medicinal
After this unit, students must be able to
determine any of these-- config, shell,
subshell, number of electrons, next orbital,
excited state, transition energy, etc.-given an element or partial description.
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reactorsUnit 5:
Bonding; Chemical Formulas at first glance ...
Identify or construct reaction,
A. Bonds
structure or formula; name;
i. Recall: Electrons interacting with each other
explain driving force; explain
why would nuclei come together?
major chem/phys characteristics.
electrostatics
shared e's vs ions
ii. Look again at Energy
∆H vs Rxn Coordinate-- what's happening here??
Bonding or any chemical∆ is always accompanied by energy∆
Cf units on Kinetics/Equilib and on ElectroChem: Chem doesWork
Know each point on
Foreshadow the Reverse/Forward DG-driven equilib we'll see later
∆H vs rxn-coord plot…
iii. And we need a formalism: Using Lewis dot diagrams
iv. These are, broadly put, valence electrons-- but we'd better definehybridization
Allows VSEPR model
Multiple bonding
Expanded octets
v. Molecular structure
Explain all forms of intra/inter
General structures (refer back to bonding)
bonding and attractions for
Molecular dipole; symmetry; range from ionic to VanderWaals
typical compounds.
Role of lone pairs...coordinate covalent bonds
vi. The unusual cases:
metallic
networks
B. Formulas
i. Charge-ox.state summing, balancing
ii. Names and endings
iii. Polyatomic ions
Names=formulas using simple and Stock.
Unit 6: Periodic Table ...
A. What's happening to atomic structure across periods or down groups?
B Periodic trends
i. EN, IP, r
ii. Activity (vs. "reactivity)
iii. Ox numbers and valence electrons revisited, with the table as a map
C. The Major Groups
i. Alkali; alkaline earth;
ii. Transition; sub-transition metals;
iii. Metalloids;
iv. Halogens; noble gases
Students deduce any part of the table from
description of characteristics and vice versa;
and explain why using structure vs position on
table.
2nd Semester
Unit 7: Chemical Formulas and Equations in some detail...
A. Quantities of interest
Moles; gaw/gaw/aw/fw; amu; M/m
Formulas imply these quantities
B. Mass balanced equations
C. Concentrations; distinct from Ideal Gas Molar Volume conversions
D. Real quantitative problems
Molecular mass and density of ideal gases
Percent composition
Composition and empirical-molecular formulas
Chemical equations and (mass-volume-concentration-number) problems
Diffusion, mass and Graham's Law
Unit 8: Kinetics and Equilibrium; Solutions and Solubility...
A. Defining dynamic equilibrium
Evaporation in a closed container
Saturated solutions with ppt interface
Rates and factor governing them
B. Equilibrium constants and LeChatelier
Solve typical calc's. Explain
meaning of units. Describe
what's happening in reaction.
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Steady conc's, but still dynamic; rate(f)=rate(r); T effects
Addition to system with inherent constant forces change
But define in terms of stress or kinetics for true depiction
C. Solution behavior is nice image of kinetics and equilib
Solvation
Attractions
Enthalpy and Entropy as Driving Forces
D. Gibbs Free Energy, Defined and Equation
To do work
Students will put Gibbs terms
into chem/phys descriptions,
and accessible metaphors or
models; assess spontaneity;
predict stress effects;
pictorially depict processes
Spontaneity
Energy vs reaction progress curves, again
Dominant terms in various cases for the equation
.
Unit 9: More on Solutions;special cases of Acids and Bases...
A. Dissolving vs dissociation-- is it clear
B. Electrolyte behavior
What is conductivity?
How ions behave, considering metals, fused salts and electrolytic solutions
C. Dissociation in water, and of water itself
D. Define acids and question the utility, history of each model
Arrhenius
Bronsted/Lowry
Lewis
E. Conjugate acid-base pairs
Reactions; can they find the species of interest?
Strength; conjugate of strong is weak and vice verse
Amphoterics
Using tables or K, tell acids, bases,
strength, product; neutralization V, M and
pH calc's
F. Acid or base equilibrium constants
How's their exponential and logarithmic math?
Significance of the product, in water, in syntheses, and in biological systems
Defining autodissoc constant for water, pH/pOH
G. Titrations and other real quantitative problems
Unit 10: RedOx and Electrochemistry Just another equilibrium, another driving force…
A. One species oxidizes another; and is in turn reduced
B. Changes in oxidation state
Element cries to a buddy "I've been robbed, someone stole my electron". Reply "are you sure". Element says "yeah, I'm
positive"
C. Look at a whole redox reaction first
Follow the changes
Look at electron flow
It's two halves of a battery
D. Using an activity series
All are given in the series as reductions, as the cathode reaction
Defining stronger/weaker reduction potentials as voltages; ∆G=-nFE
The weaker half reaction, lower on the series, must proceed as ox
E. Now set up two half-cells, and show a whole reaction as summed
Where's voltage obtained, physically and mathematically?
What does it mean to "balance" electrons gained/lost?
G. What are the other parts of the cell?…Find the cathode/anode, and the signs
H Electrolytic cells??
I. Finally, balancing given reactions, and exploring inherent voltage, current.
Unit 11: Organic overview “Here’s where you’d go next year...”
A. Carbon; life; SPONCH
Bonding
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General chem-phys characteristics
B. Simplest compounds; homologous series
C. Major groups: -anes/enes/ynes; -ols; -als; -ones; acids; esters; amines/amino-acids
Easily confused sets...
Distinguishing features
What do they do, chemically-physically
Tabulate the nomenclature
D. Major reactions: sub; add; elim; dehydrate; sapon; combust; ferment; polymer; crack! Environmental issues?
Unit 12: Industrial and other Chemical Applications we've mentioned,In Summary..
Haber; Catalyses
Cracking; Syntheses
Plating/batteries; Oxidations; corrosions/preventatives
Metabolic pathways
Nuclear reactors
Discuss main features of given process; pick a process for a
given purpose; explain practical significance of given
process.